Sarah Liberatore, Northern Virginia Community College
The Teacher as Student: What my  Students Teach me about Technology and Digital Media in the Classroom

With the plethora of videos, websites, and museum sites available to art historians, how much is too much?  How can one manage the time to research and implement resources into their courses to make teaching more meaningful and interesting to the 21st century student?  Why not ask the students for help?

As part of my Art History survey courses, students must teach on a work of art or architecture, and include a short video, or include a digital resource as a requirement of their teaching session.  The upside? As an instructor, I learn about useful websites, YouTube videos, and other on-line or digital resources from my students; it also allows the class to discuss the validity of websites and purported research garnered from the web.   Most importantly, the use of new media keeps students engaged in the classroom.

I will share the benefits of using digital media and technology in the classroom within the traditional lecture format, using popular and helpful examples gathered from student presentations as well as from my own web research.

Patrick Herron, Duke University 
Fantasy Collecting: A New Pedagogical Game at Duke University

Since Fall 2011, a team at Duke has been developing Fantasy Collecting, a pedagogical game that casts students in the role of art collector. During the Spring 2012 semester, fifteen students in an art markets seminar at Duke University participated in a paper-and-Twitter-based simulation of an art market, engaging in auctions, bartering sessions, and conversations about their collections through Twitter via a game-specific hashtag (#fcplays2012). Concurrent with the Spring 2012 run of the Fantasy Collecting game conducted by Katherine Jentleson (PhD Student, Duke Art, Art History and Visual Studies Dept), research technologists Patrick Herron (Sr. Research Analyst & Technologist, Jenkins Collaboratory) and William Shaw (Digital Humanities Technology Consultant) have been developing Fantasy Collecting into a browser-based game for broader classroom use. Fantasy Collecting is the gamification of the study of art markets, immersing students in a critical engagement with the individual preferences and market dynamics shaping Art History. The SECAC forum provides an ideal opportunity to crowdsource advice and novel ideas for improving and refining Fantasy Collecting as it is being developed.

Mary Prevo, Hampden-Sydney College
Is On-line the Right Place?  Integrating Student Research into an On-line Resource to Enhance the Study of Local Architectural History

Since 2000, I have assigned students at Hampden-Sydney College in Virginia to examine local buildings, locate historic photographs and documents, and develop reports based on standards set by the National Register of Historic Places. The present project aims to bring this material together as an on-line database, which will serve as an archive of student-generated information and as an open access resource for the future research of local architectural history. Based on a model established by Jeannine Keefer at the University of Richmond, the database will feature interactive mapping, sorting, and display capabilities drawn from open-source software developed in MIT’s SIMILE project.  While the primary goal of both projects is to model architectural information geographically and chronologically, the projects also make previously scattered and various forms of information more widely accessible and enrich teaching by involving students directly in the generation of data.Parme Giuntini, Otis College of Art and Design

Out of the Cave and into Cyberspace or Lessons I learned While Rethinking Art History, Technology and Pedagogy in the Classroom

Change may be inevitable but it always means a learning curve and uneasy moments out of a familiar comfort zone. This is currently the case as Art Historians grapple to master and incorporate ever increasing new technology.  This pressure to embrace new technology is overwhelming, but often paralleled by unexpected and expanded preparation time, uncertainty about new pedagogical models and assessment tools.  No wonder faculty complain about the hours spent revamping course material to be “more techie” when the results do not match the effort.

The shift from teaching with slides and lecture to facilitating with technology fundamentally changes the classroom experience.  Having guided an Art History department through several years of a technology and pedagogical overhaul, I can attest to the many advantages, but I also know firsthand the problems.  The engaged classroom of the future is readily possible with technology, but for the first time it is the faculty as well as the students who need training to make it possible.


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